Dr Tai Peseta

BEd (Hons) Sydney; PhD Sydney
Senior Lecturer

A35 - Education Building
The University of Sydney

Telephone (02) 9351 5812
Fax (02) 9351 4331

Website Twitter

Biographical details

Tai is Senior Lecturer in the Education Innovation team, DVC Education Portfolio. She is allied to the faculties of Arts & Social Sciences, Education, and the Sydney College of Arts. In addition, Tai’s current work includes supporting the professional recognition of teaching, research supervision development, and projects related to the development of cultural competence.

Research interests

Tai is a higher education researcher with a particular interest in what has been described as Critical University Studies. She has written mostly on the scholarship of academic development, and academic practice as it relates to the formation of university teacher identities. Her recent projects focus on doctoral education, access and equity in academic development, and explorations of change and stability in teaching and learning cultures at the meso-level.

Teaching and supervision

Teaching
In semester 1 2016, she is the academic contact for the Foundations for Research Supervision program, and the VC and OLT learning and teaching award schemes. She also coordinates EDPR6001: Research Higher Degree Supervision

She has also coordinated and taught EDPR5003: University Teaching Portfolios which is part of the Graduate Certificate in Educational Studies (Higher Education). In 2013-2014, she coordinated the Sydney Teaching Colloquium.

Supervision areas

  • Academic development as a moral project
  • The scholarship of teaching and learning
  • Professional development of university teaching
  • Higher education as a field of research/inquiry
  • Development of academics' identity and practice
  • Reflexive research methodologies (eg, narrative inquiry, ethnography, autoethnography)

Current HDR students

  • Nicola Dugar: Situating supervision: a narrative analysis of the experiences of doctoral supervisors in the Humanities and Social Sciences (MRes), University of Sydney
  • Fiona Salisbury: How can academic libraries participate in shaping ideas of the future university? (PhD), University of Sydney (with Simon Barrie)
  • Sarah Barradell: Threshold concepts, Ways of thinking and practising and Curriculum: a phenomenological heuristic research inquiry in an entry-level physiotherapy context (PhD), University of Sydney (with Simon Barrie)
  • Giedre Kligyte: The role of collegiality in academic work (PhD), University of Sydney (with Simon Barrie)
  • Robyn Yucel: Academics' perceptions of the Nature of Science in Undergraduate Science Curriculum (PhD), Deakin University (with Liz Johnson & Jan West as leads)

Current research students

Project title Research student
How can academic libraries participate in shaping the future idea of the university? Fiona SALISBURY

Current projects

  1. Reframing the PhD for Australia's future universities
    Barrie, S., (lead); Peseta, T., Trigwell, K., & McCallum, P. (Sydney) with Jeanette Fyffe, La Trobe;Joe Graffam, Deakin; Lee Partridge, UWA & Alistair Kwan, Auckland. Funded by the OLT 2015-2017).
    Read more about the project here.

  2. Challenges of access and equity: the HE curriculum answers back with Simon Barrie (co-lead); Barbara Grant, Fran Kelly & Mark Barrow, University of Auckland; Jeff Jawitz and Lucia Thesen, University of Cape Town, and Lisa Lucas & Sheila Trahar, University of Bristol. Funded by the World-wide Universities Network in 2015-June 2016 under the Global Higher Education and Research (GHEAR) challenge.

    This study examines the complex operations of HE curricula, in particular, its ability to provide a solution to the global challenge of increasing access to, and equity in HE. The research interrogates two under-explored domains: doctoral education, and the professional learning of academics. It investigates how these two domains are not only put to work in the service of access and equity, but have also become shaped by their demands.

    Download and read the Participant Information Statement for the online student survey.
  3. The flow of new knowledge practices: an inquiry into teaching, learning and curriculum dynamics in academic workgroups with Jan McLean & Giedre Kligyte (UNSW), John Hannon (La Trobe University); Jan Smith (Durham University); John Canning & Gina Wisker (University of Brighton); Brenda Leibowitz (University of Johannesburg); Christine Winberg & James Garraway (Cape Peninsula University of Technology)

    I am leading a study investigating how scholarly knowledge and institutional know-how about teaching, learning and curriculum flows through academic workgroups. By focusing on a specific collection of workgroups in which several academics have completed an award course in university teaching and learning (typically a Graduate or Postgraduate Certificate), the study will illuminate how these academics (together and separately) negotiate the terrain of their local contexts. The research builds a profile of how learning, teaching and curriculum change is accomplished in workgroups by articulating the social and cultural arrangements that enable specific practices to 'stick' over others.

Associations

  • Higher Education Research & Development Society Australasia
  • Australian Association for Research in Education
  • Society for Research into Higher Education

Awards and honours

  • 2006 Award for Outstanding Educational Research (Doctoral Thesis) NSW Institute for Educational Research
  • 2006 Carrick Citation for Outstanding Contribution to Student Learning, Faculty of Economics & Business, The University of Sydney (co-awarded with Drs Amani Ahmed & Rosina Mladenovic). Citation: For excellence in the leadership, design and implementation of a faculty-wide tutor development program
  • 2005 Teaching Excellence Award, Faculty of Education & Social Work, The University of Sydney (co-awarded with Associate Professor Simon Barrie)
  • 2003 Best Paper by a Research Student, The Australian Qualitative Research Association (co-awarded with Dr Kim McShane)

Tai is Points for Debate Editor for the Higher Education Research and Development (HERD)Journal, and currently sits on the editorial board for the journal Teaching in Higher Education. She is a regular examiner of research theses, and journal reviewer for a range of higher education journals. She was the Australasian Associate Editor for The International Journal for Academic Development from 2007-2010; was on the editorial board of The International Journal for the Scholarship of Teaching and Learning (IJ-SoTL) from 2010-2015; and served on the National Executive Committee of the Higher Education Research and Development Society Australasia (HERDSA)from July 2009-February 2011.

In 2016, Tai will co-convene (with Simon Barrie) the 5th International Academic Identities Conference - Academic life in the measured university: pleasures, paradoxes and politics from 29 June - 1 July.

Selected grants

2015

  • Reframing the PhD for Australia's future universities; Barrie S, Peseta T, Trigwell K, McCallum P, Patridge L, Graffam J, Fyffe J, Kwan A; Office for Learning and Teaching (OLT)/OLT Grants.

Selected publications

Download citations: PDF RTF Endnote

Edited Books

  • Smith, J., Rattray, J., Peseta, T., Loads, D. (2016). Identity work in the contemporary university: Exploring an uneasy profession. Rotterdam: Sense Publishers.

Book Chapters

  • Peseta, T., Loads, D. (2016). Epilogue: Continuing the conversation. In Jan Smith, Julie Rattray, Tai Peseta, Daphne Loads (Eds.), Identity Work in the Contemporary University: Exploring an Uneasy Profession, (pp. 195-201). Rotterdam: Sense Publishers.
  • Peseta, T., Kligyte, G., McLean, J., Smith, J. (2016). On the conduct of concern: Exploring how university teachers recognise, engage in, and perform 'Identity' practices within academic workgroups. In Jan Smith, Julie Rattray, Tai Peseta, Daphne Loads (Eds.), Identity Work in the Contemporary University: Exploring an Uneasy Profession, (pp. 77-90). Rotterdam: Sense Publishers.
  • Peseta, T., Brew, A., McShane, K., Barrie, S. (2007). Encouraging the scholarship of learning and teaching in an institutional context. In Angela Brew & Judyth Sachs (Eds.), Transforming a university: the scholarship of teaching and learning in practice, (pp. 223-231). NSW, Australia: Sydney University Press.
  • Peseta, T. (2001). Imagining a Ph.D. Writer's Body Grappling over Pedagogy. In Alison Bartlett & Gina Mercer (Eds.), Postgraduate Research Supervision: Transforming (R)elations, (pp. 83-87). United States: Peter Lang Publishing.

Journals

  • Barradell, S., Peseta, T. (2017). Putting threshold concepts to work in health sciences: Insights for curriculum design from a qualitative research synthesis. Teaching in Higher Education, 22(3), 349-372. [More Information]
  • Barradell, S., Peseta, T. (2016). Promise and challenge of identifying threshold concepts: a cautionary account of using transactional curriculum inquiry. Journal of Further and Higher Education, 40(2), 262-275. [More Information]
  • Peseta, T., Bell, A., Clifford, A., English, A., Janarthana, J., Jones, C., Teal, M., Zhang, J. (2016). Students as ambassadors and researchers of assessment renewal: puzzling over the practices of university and academic life. International Journal for Academic Development, 21(1), 54-66. [More Information]
  • Peseta, T. (2014). Final Reflection: Agency and stewardship in academic development: the problem of speaking truth to power. International Journal for Academic Development, 19(1), 65-69. [More Information]
  • Hulett, H., Corbin, J., Karasmanis, S., Robertson, T., Salisbury, F., Peseta, T. (2013). Information Literacy at University: A Toolkit for Readiness and Measuring Impact. Australian Academic and Research Libraries, 44(3), 151-162. [More Information]
  • Peseta, T. (2013). Response to Conversations on an Emergent Professional Network: a personal reflection on the background, development and sustainability of the Educational Developers in Ireland Network. Emerging Issues in Higher Education III: from capacity building to sustainability.
  • Peseta, T. (2013). The inevitable contradictions of student learning. International Journal for the Scholarship of Teaching and Learning, 7(2), 1-4.
  • Peseta, T. (2007). Troubling our desires for research and writing within the academic development project. International Journal for Academic Development, 12(1), 15-23. [More Information]
  • Hodgson, J., Collins, D., Freeman, M., Peseta, T. (2006). Talking Assessment: standards, literacy and reform. Synergy, 24, 29-34.
  • Hodgson, J., Collins, D., Freeman, M., Peseta, T. (2006). Talking Assessment:standards, literacy and reform. Synergy, (24).
  • Brew, A., Peseta, T. (2004). Changing Postgraduate Supervision Practice: A Programme To Encourage Learning Through Reflection And Feedback. Innovations in Education and Teaching International, 41(1), 5-22.

Conferences

  • Salisbury, F., Corbin, J., Peseta, T. (2013). From cornerstone to capstone: information literacy collaboration across the curriculum. 34th Annual IATUL Conference, Cape Town, South Africa: IATUL.
  • Peiris, M., Peseta, T. (2004). Learning Statistics In First Year By Active Participating Students. Scholarly Inquiry into Science Teaching and Learning Symposium, Sydney, NSW: Uniserve Science.
  • Wilson, K., Millar, R., Peseta, T., Sharma, M. (2002). Evaluation of a research based teaching development in first year physics. Scholarly Inquiry in Flexible Science Teaching and Learning Symposium, Australia: Uniserve Science.

2017

  • Barradell, S., Peseta, T. (2017). Putting threshold concepts to work in health sciences: Insights for curriculum design from a qualitative research synthesis. Teaching in Higher Education, 22(3), 349-372. [More Information]

2016

  • Peseta, T., Loads, D. (2016). Epilogue: Continuing the conversation. In Jan Smith, Julie Rattray, Tai Peseta, Daphne Loads (Eds.), Identity Work in the Contemporary University: Exploring an Uneasy Profession, (pp. 195-201). Rotterdam: Sense Publishers.
  • Smith, J., Rattray, J., Peseta, T., Loads, D. (2016). Identity work in the contemporary university: Exploring an uneasy profession. Rotterdam: Sense Publishers.
  • Peseta, T., Kligyte, G., McLean, J., Smith, J. (2016). On the conduct of concern: Exploring how university teachers recognise, engage in, and perform 'Identity' practices within academic workgroups. In Jan Smith, Julie Rattray, Tai Peseta, Daphne Loads (Eds.), Identity Work in the Contemporary University: Exploring an Uneasy Profession, (pp. 77-90). Rotterdam: Sense Publishers.
  • Barradell, S., Peseta, T. (2016). Promise and challenge of identifying threshold concepts: a cautionary account of using transactional curriculum inquiry. Journal of Further and Higher Education, 40(2), 262-275. [More Information]
  • Peseta, T., Bell, A., Clifford, A., English, A., Janarthana, J., Jones, C., Teal, M., Zhang, J. (2016). Students as ambassadors and researchers of assessment renewal: puzzling over the practices of university and academic life. International Journal for Academic Development, 21(1), 54-66. [More Information]

2014

  • Peseta, T. (2014). Final Reflection: Agency and stewardship in academic development: the problem of speaking truth to power. International Journal for Academic Development, 19(1), 65-69. [More Information]

2013

  • Salisbury, F., Corbin, J., Peseta, T. (2013). From cornerstone to capstone: information literacy collaboration across the curriculum. 34th Annual IATUL Conference, Cape Town, South Africa: IATUL.
  • Hulett, H., Corbin, J., Karasmanis, S., Robertson, T., Salisbury, F., Peseta, T. (2013). Information Literacy at University: A Toolkit for Readiness and Measuring Impact. Australian Academic and Research Libraries, 44(3), 151-162. [More Information]
  • Peseta, T. (2013). Response to Conversations on an Emergent Professional Network: a personal reflection on the background, development and sustainability of the Educational Developers in Ireland Network. Emerging Issues in Higher Education III: from capacity building to sustainability.
  • Peseta, T. (2013). The inevitable contradictions of student learning. International Journal for the Scholarship of Teaching and Learning, 7(2), 1-4.

2007

  • Peseta, T., Brew, A., McShane, K., Barrie, S. (2007). Encouraging the scholarship of learning and teaching in an institutional context. In Angela Brew & Judyth Sachs (Eds.), Transforming a university: the scholarship of teaching and learning in practice, (pp. 223-231). NSW, Australia: Sydney University Press.
  • Peseta, T. (2007). Troubling our desires for research and writing within the academic development project. International Journal for Academic Development, 12(1), 15-23. [More Information]

2006

  • Hodgson, J., Collins, D., Freeman, M., Peseta, T. (2006). Talking Assessment: standards, literacy and reform. Synergy, 24, 29-34.
  • Hodgson, J., Collins, D., Freeman, M., Peseta, T. (2006). Talking Assessment:standards, literacy and reform. Synergy, (24).

2004

  • Brew, A., Peseta, T. (2004). Changing Postgraduate Supervision Practice: A Programme To Encourage Learning Through Reflection And Feedback. Innovations in Education and Teaching International, 41(1), 5-22.
  • Peiris, M., Peseta, T. (2004). Learning Statistics In First Year By Active Participating Students. Scholarly Inquiry into Science Teaching and Learning Symposium, Sydney, NSW: Uniserve Science.

2002

  • Wilson, K., Millar, R., Peseta, T., Sharma, M. (2002). Evaluation of a research based teaching development in first year physics. Scholarly Inquiry in Flexible Science Teaching and Learning Symposium, Australia: Uniserve Science.

2001

  • Peseta, T. (2001). Imagining a Ph.D. Writer's Body Grappling over Pedagogy. In Alison Bartlett & Gina Mercer (Eds.), Postgraduate Research Supervision: Transforming (R)elations, (pp. 83-87). United States: Peter Lang Publishing.

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